Contents
摘要
Abstract
Introduction
0．1 Introduction to Mrs．Gaskell and Mary Barton
0．2 Literature Review
0．3 Thesis Statement
Chapter One Theoretical Foundation
1．1 The Origin and Development of Bildungsroman
1．2 The Characteristics of Bildungsroman
1．2．2 The Protagonist’s Mentors
1．2．3 The Protagonists’ Epiphany
Chapter Two Mary’s Confusion During Her Growth
2．1．1 False Love View：Money First
2．1．2 Coward Behavior：Escaping True Love
2．2 Mary’s Uncertainty About Friendship
2．2．1 Avoiding Jane Deliberately
2．2．2 Keeping Truth from Margaret
2．3 Mary’s Wander Between Family Affection and Law
2．3．1 Bewildered About the Murder Case
2．3．2 Hesitated During Gathering Proof
2．3．3 Concealing Father’s Crime
Chapter Three Mentors Helping Mary Resolve Confusion
3．1 Positive Mentors：Caring for Mary
3．1．1 Alice：Giving Mary Mother-Like Care
3．1．2 Job：Giving Mary Help and Advice
3．1．3 Margaret：An Intimate Friend During Mary’s Growth
3．2 Negative Mentors：Teaching Mary a Lesson
3．2．1 Sally：Instigating Mary to Make Mistakes
3．2．2 Carson：Deceiving Mary’s Feelings
3．2．3 Esther：Affecting Mary’s Love View
Chapter Four Mary’s Epiphany During Her Growth
4．1 Gaining Profound Comprehension on True Love
4．1．1 Realizing Carson’s Hypocrisy
4．1．2 Searching for True Love
4．2 Saving Friendship Sincerely
4．2．1 Jane：Facing with and Redeeming
4．2．2 Margaret：Trusting and Treating with Sincerity
4．3 Taking the Legal Liability Bravely
4．3．1 Steadfast Resolution in Seeking for Proof
4．3．2 Untiring Endeavor in Gathering Proof
4．3．3 Confessing to Father’s Crime and Pleading for Forgiveness
Conclusion
Notes
Bibliography
攻读硕士学位期间所发表的学术论文
声明
Acknowledgements
哈尔滨师范大学;
